This document outlines the agenda and content for a training needs assessment seminar in Reykjavik. It discusses forces influencing today's workplace, defines training, and explains the systematic training design process. A key topic is training needs assessment, which is defined as a method to determine performance gaps and their causes in order to recommend training or other solutions. The document provides examples of competency definitions and describes different tools and sources used in training needs assessment, such as interviews, observations, and performance reviews.

1. Training Needs Assessment Nordic Seminar in Reykjavik September 28th – October 1st 2009 Árný Elíasdóttir

2. Agenda What forces affect workplace learning? Systematic and Strategic Training Design Training Needs Assessment

3. Training Needs Assessment Definition TNA models Performance problems causes Four types of needs TNA tools Resources Examples

4. Forces Influencing Today´s Workplace The economic situation Competitivness Customer service emphasis Globalization and multicultural environment Increased value placed on competencies Increased demand for strategic training ?

5. The Outcome of Workplace Learning/Training and Development Competent employees for better results and job satisfaction

6. Human Resource Management Recruitment and selection Training and development Labor relations Pay and benefits Performance appraisals and feedback George, J.M. & Jones, G.R. (2003)

7. Training Defined Training is the systematic process of providing an opportunity to learn knowledge, skills and attitudes for current or future jobs. Part of the organization´s performance systems and continiuos quality improvement Training provides the opportunity for learning, and development is the result of learning Blancard, P. N. og Thacker J.W. (2007). Effective Training. Systems, Strategies and Practices: 21 Planned effort by an organization to facilitate learning of job-related behavior on the part of its employees. Wexley, K. & Latham, G. (2002). Developing and Training Human Resources in Organizations :2 What the organization provides to help employees to become more effective and satisfied individuals and employees Rossett, A.. (2001). Beyond the Podium: 9

9. Builds needed competencies

10. Continuous learning, knowledge sharing and creating

11. Management participation and commitment

12. Employees commitment and initiative

14. Training Needs Assessment “If you don´t know where you are going, any place will do”

15. TNA - defined TNA is a systematic method for determining what caused performance to be less than expected in order to make effective decisions or recommendations about what should happen next Sometimes the recommendations involves training; sometimes not Adapted from Blanchard, N.P. & Thacker, J.W.(2007) and Rossett, A. (1999).

16. Training Needs Assessment Optimal competencies/performance Causes/ obstacles The GAP Actual competencies/performance

18. Corecompentencies

19. Resources

20. Environment

22. © Árný Elíasdóttir Reactive – proactive TNA

23. Two types of training gap Skills or knowledge gap route Business gap route Rework rate of 10% Need to use Word TNA Who does the most rework? How to produce a letter Design Coach in causes of rework Attend Word course Delivery Produce letter Evaluation Rework rate 0% Outcome Adapted from Kearns, P.(2005:30)

25. Competencies defined Knowledge, skills, attitudes, behaviors and personal traits which the employee uses to good performance on the job.

26. Your competencies

27. Competencies Specifications Source: Nordhaug, O. (1998)

28. Job/competencies description TITLE: Advertising & Sales Coordinator" JOB SUMMARY: To coordinate sales and merchandising programs that originate in the purchasing department and are offered to our retail customers. ESSENTIAL FUNCTIONS: 1. Advertising coordination: Coordinates weekly sales programs and special promotions for retail customers based on merchandise purchased. 2. Special events: Assists the purchasing department EDUCATION: BA in Business COMPETENCIES: Market knowledge Product knowledge Customer knowledge Communication skills Reporting skills Be able to use customer relations systems Be able to cope with stress Contribute to cooperative solutions Suggest improvements Positive attitude towards changes

29. Job/competencies description TITLE: Cleaning Agent JOB SUMMARY: To clean office buildings ESSENTIAL FUNCTIONS: Service, clean, and supply restrooms. Empty and clean trashcans. Clean building floors by mopping or vacuuming them. Follow procedures for the use of chemical cleaners and power equipment, in order to prevent damage to floors and fixtures. Greet client company employees and consult them before cleaning when needed. Clean smudge from windows, glass partitions, and mirrors, using soapy water or other cleaners. COMPETENCIES: Be able to use and maintain machines and tools Knowledge of the chemical composition and be able to use them according to procedures Dependability Concern for details. Active Listening Cooperation Integrity and honesty. Independence .

31. Adapted from Rossett, 1999

32. Needs Rollout/New approaches Introducing something new: New products, new software, new procedures Line managers assign more HR responsibility Problem Complaints about the service, sales drop, employees do not use information technology, accidents Communication/cooperation problems People Development Prepare employees for changes Strategy Development Facilitating dialogue Adapted from Rossett, 1999

33. TNA Tools Interviews Focus Groups Observation Surveys and questionnaires

34. Resources Strategy, vision, goals ad plans Laws and regulations Competencies definitions/job descriptions Supbject Matter Experts (SME) Managers/Supervisors Employees Performance Reviews Employees Survey Customer Service Survey Complaints Statistic: Accidents, absence Articles, books Studies, research Observations Exit Interviews Learning Outcomes/Plans

35. Example You get a call from, Anna, the human resource manager at a construction company. “Now we have to focus on safety training - we have had too many accidents this year. Can you help?” What do you do?

36. TNA Source Suggested questions

37. Possible Solutions Improving processes Job Aids Employee Training Improving information sharing/intranet Support/Coaching Reviewing job/competencies descriptions Management Training Improving Performance Reviews Reviewing strategy/outcomes

38. Successful TNA

39. Summary For more effecitve learning organizations need structured and strategic approach to learning Needs analysis is an effective tool for determining the real need for training Competencies specifications Performance gaps/problems identified Muliple sources and tools Training solutions and non training solutions

40. References and sources Blancard, P. N. og Thacker J.W. (2007). Effective Training. Systems, Strategies and Practices. Upper Saddle River, NJ: Prentice Hall. Herdís Þorgrímsdóttir (2006). Training in State Run Organizations. MA thesis. Reykjavík: University of Iceland. Kearns, P. (2005). Evaluating the ROI from Learning. London: CIPD. Lubke, J. E. (2001). Employee Development – Analysis Processes. A Practical Inquiry. University of Minnesota. Nordhaug, O. (1998). Competence Specificities in Organizations. A Classificatory Framework. International Studies of Management and Organization. 28 (1). Rossett, A. (1999). FirstThings Fast. A Handbook for Performance Analysis. San Francisco, CA: Jossey-Bass/Pfeiffer Wexley, K. & Latham, G. (2002). Developing and Training Human Resources in Organizations. Upper Saddle River, NJ: Prentice Hall.

41. Thank your for your attention and contribution!